assessing robust student learning outcomes using technology jerry rudmann jerry rudmann and pat...
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Assessing RobustAssessing RobustStudent Learning OutcomesStudent Learning Outcomes
Using TechnologyUsing Technology
Jerry Rudmann and Pat Arlington Strengthening Student Success Conference
October 2006 Coastline Community College
Resource Links ~ Rubric Samples ~ SLO Samples
Resources for Assessing RobustResources for Assessing RobustSLOs Using TechnologySLOs Using Technology
• CCC Confer: http://www.cccconfer.org• eListen: http://www.elisten.com• Class Climate: http://www.scantron.com
• Online Rubric Builders– Rubistar: http://rubistar.4teachers.org – Landmark Rubric Builder:
http://landmark-project.com/classweb/tools/rubric_builder.php – Coastline Rubric Builder: http://rubrics.coastline.edu– Blank Rubric Form:
http://programreview.coastline.edu/SLO/FourColumnRubric.doc • Turnitin.com: http://www.turnitin.com
• Calibrated Peer Review: http://cpr.molsci.ucla.edu/ • Renaissance Classroom Responders:
http://www.renlearn.com/renresponder/ • ePortfolios:
– ePortfolio.org: http://eportfolio.org– Open Source Portfolio: http://www.osportfolio.org/ – For others, see EduTools ePortfolio product comparison:
http://eportfolio.edutools.info/item_list.jsp?pj=16
Resource Links ~ Rubric Samples ~ SLO Samples
RubricsRubrics
• What is a rubric?– Scoring tool that identifies
the primary characteristics or traits of the item being rated and describes levels of performance criteria for each characteristic
Resource Links ~ Rubric Samples ~ SLO Samples
Rubric TemplateRubric TemplateCharacteristic Criteria #1
(Beginning)
Criteria #2(Developing)
Criteria #3(Accomplished)
Criteria #4(Exemplary)
Pts.
Characteristic #1
Description of identifiable performance traits reflecting lowest level
Description of identifiable performance traits reflecting development and movement toward mastery
Description of identifiable performance traits reflecting general mastery
Description of identifiable performance traits reflecting the highest level of performance
Characteristic #2
Characteristic #3
Characteristic #4
Characteristic #5
Resource Links ~ Rubric Samples ~ SLO Samples
Why Use a Rubric?Why Use a Rubric?
• Clarify performance expectations
• Guide student learning• Support peer review and
self-evaluation• Measure student learning• Minimize subjectivity• Simplify grading• Facilitate faculty dialog
Resource Links ~ Rubric Samples ~ SLO Samples
Creating a Rubric: Story WritingCreating a Rubric: Story WritingCharacteristic Pts.
Focused on Assigned Topic
No attempt has been made to relate the story to the assigned topic.
Some of the story is related to assigned topic, but a reader does not learn much about the topic.
The story wanders off at one point, but the reader can still learn something about the topic.
The entire story is related to the assigned topic and allows the reader to understand the topic.
Organization Ideas and scenes seem to be randomly arranged.
The story is a little hard to follow. The transitions are sometimes not clear.
The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.
The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.
Creativity There is little evidence of creativity in the story. The author does not seem to have used much imagination.
The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.
The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.
The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.
Characters It is hard to tell who the main characters are.
Main characters are named. The reader knows very little about the characters.
Main characters are named and described. Most readers would have some idea of what the characters looked like.
Main characters are named and clearly described. Most readers could describe the characters accurately.
Grammar and punctuation
More than 3 major errors in grammar and/or punctuation.
Contains 2 or 3 major errors in grammar and/or punctuation.
Grammar and punctuation errors are minor or typographical.
There are no grammar and punctuation errors.
Source: Rubistar http://www.rubistar.4teachers.org
Resource Links ~ Rubric Samples ~ SLO Samples
Rubric for EvaluatingRubric for EvaluatingRobust SLO StatementsRobust SLO StatementsCharacteristic No Somewhat Yes Pts.
Real-life skill Does not reflect how learning would be used or applied in the real-world
Somewhat real-world oriented but needs to be refined to more clearly describe application of skill or learning
Represents how the student would use or apply the learning or skill in a real-world situation
Conditions Does not explicitly or implicitly indicate conditions for performance
Implies the conditions but could be confusing for students or other teachers
Explicitly or implicitly conveys the conditions for performance
Behavioral or measurable
Expected outcome is too vague to be able to measure or could not be observed
Suggests a measurable outcome but is somewhat vague or confusing
Clearly indicates an outcome that can be observed and measured
Criteria Does not explicitly or implicitly state criteria for success
Implies the criteria but leaves room for confusion
Explicitly or implicitly conveys the criteria for success
Importance Represents only a small or relatively unimportant piece
Somewhat important but not overarching
Represents an important, overarching outcome
Resource Links ~ Rubric Samples ~ SLO Samples
Robust SLOsRobust SLOs
• Behavioral/ measurable
• Real-world• Higher-level• Conditions• Performance criteria• Global, over-arching• Scored with rubric
Resource Links ~ Rubric Samples ~ SLO Samples
Robust SLOsRobust SLOs
The robust SLO is what you think of when you complete this sentence:
“Ultimately, I want the student to be able to ….”
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Sample SLOsSample SLOs
• English 135 Business Writing• Foreign Languages (180 Lev
el)
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English 135 English 135 Business WritingBusiness Writing
Course-Level SLO:• Given a specific business
scenario, select the appropriate written medium and prepare a professional, concise, and grammatically correct letter or memorandum
Resource Links ~ Rubric Samples ~ SLO Samples
Foreign Languages Foreign Languages (180 Level)(180 Level)
Course-Level SLO:• Demonstrate competency at the
beginning level of Spanish by asking and answering questions in conversations or in writing related to self, immediate work environment, courtesy requirements, and personal needs
Resource Links ~ Rubric Samples ~ SLO Samples